An Empirical Study On The Process Writing Approach In English Writing Teaching In Junior High School

As one of the most important output forms of English written expression,English writing can effectively stimulate students’ application,examination and reflection of language,so as to achieve the internalization of knowledge.Therefore,writing teaching is always an important section in English teaching.However,the writing effects of most students are still unsatisfactory through consulting documentations,so it is necessary to reform the English writing teaching.The traditional teaching method of English writing(Product Approach)focuses on the writing products and language corrections,but neglects the process of writing,this leads to the loss of interests in writing among many students.Therefore,based on the communicative theory,cooperative learning theory and constructivism theory,this thesis attempts to apply the Process Writing Approach into the English writing class of junior high school,and tries to explore the following questions:1.What is the effect of Process Writing Approach on students’ writing attitudes in junior high school?2.What impact does the application of Process Writing Approach have on students’ awareness of cooperation and revision ?3.What effect does the application of Process Writing Approach have on students’ English writing achievements in junior high school?This study took the Grade Seven students of No.3 Middle School in Yongning District of Nanning as subjects,adopting the experimental method and using the instruments of questionnaire,test and interview to carry out the study,which was divided into three stages.Firstly,in the pre-experiment stage,the author conducted questionnaire and pre-test for students to know more information about their English writing attitudes and existing writing scores before the experiment.The second one was while-experiment stage,which the Process Writing Approach was adopted in experimental class(48 students)while the Product Approach was adopted in control class(48 students).After the experiment,students were given post-test,questionnaire and interview,with the purpose of understanding whether there were significant changes in students’ writing attitudes,awareness of cooperation and revision and writing scores before and after the experiment.The third stage was data collection and analysis.The author used SPSS25.0 to sort out the data from questionnaires and writing tests,and then carried out the comparative analysis by means of sample T test,mean and variance,and other methods.Through the experimental research and data analysis,the author draws the following conclusions: firstly,the application of Process Writing Approach can enhance students’ interests and enthusiasms in writing,and have a positive influence on their writing attitudes.Secondly,the application of Process Writing Approach can strengthen the cooperation and communication among students,and promote their peer evaluations and revisions,so as to improve students’ awareness of cooperation and revision.Thirdly,the experimental data show that the students’ writing scores of experimental class are significantly higher than those of the control class,which indicates that the application of Process Writing Approach can effectively improve the students’ writing scores.Based on the research results mentioned above,this paper puts forward some feasible suggestions on how to better apply the Process Writing Approach to English writing teaching in junior high schools.